Thread Content
In recent years, in order to enhance the competitiveness of China’s manufacturing industry on the international stage, **state-of-the-art CNC technology has been increasingly introduced into the mechanical and electrical programs in vocational schools, in an effort to create new opportunities for development; yet this also represents a challenge to the teaching methods based on traditional approaches. Although efforts have been increased to train professionals in CNC technology at various vocational schools in China, the significant gaps in the manufacturing sector still result in a substantial disparity in terms of equipment and personnel. Due to regional differences, economic factors, and policy reasons, the development of vocational education is highly uneven. Many vocational schools, especially those that lack national or local investment and are not model schools, still face serious problems such as a severe shortage of CNC equipment, outdated teaching theories, an imbalance between practical training and theoretical instruction, an insufficient scale of talent training, inadequate knowledge structures among teachers, and many other issues. A new combination of teaching models for the CNC technology field using virtual reality technology is necessary; in order to achieve low costs, quick results, and adaptive training for students in CNC-related programs, enterprises need clear training objectives. An important way to solve this problem is to use virtual simulation for teaching. 1. Qinhuangdao Yuandao Development Co., Ltd.’s virtual CNC simulation software and CNC teaching devices enable three-dimensional display of the data processed; in traditional teaching methods, diagrams are shown using books or wall charts to illustrate CNC devices or components, or students are taken to the actual equipment to observe it firsthand in order to gain a tangible understanding of its shapes. By utilizing virtual reality technology, a virtual graphical CNC device or component can be created on a computer, thereby virtualizing the CNC equipment. These virtual objects are stored in a three-dimensional simulation environment; by entering this virtual space, we can view these devices from different angles, at any time and place. It is also possible to observe the internal structure of various components, and even individual devices. This helps students understand the composition, structure, and working principles of such devices, thereby improving their learning outcomes. 2. The virtual CNC simulation software developed by Qinhuangdao Yuandao Development Co., Ltd. is used for simulated training. CNC lathes and milling machines used for teaching are relatively expensive; ordinary machine tools cost between 100,000 and 200,000 yuan, while the CNC machine tools used in enterprises can cost several hundred thousand to even millions of yuan. However, due to financial difficulties, many vocational schools suffer from a severe shortage of CNC equipment. Teachers teach students to operate machinery independently, but there are few opportunities for actual hands-on practice; they can only give lectures on the blackboard and explain theoretical knowledge from books. In some vocational schools, the number of CNC machines is extremely limited; they can only be used for demonstration purposes and are not sufficient for practical training. As a result, the training provided in these schools is far removed from real-world manufacturing practices, leading to poor training outcomes. By using virtual CNC simulation software to create a virtual laboratory, learners can enter this virtual environment and observe virtual instruments in a realistic manner. They can carry out various tasks such as fault detection and repair of virtual CNC devices, as well as the connection and assembly of different virtual CNC systems; they can also install virtual CNC equipment. This virtual laboratory does not involve any physical devices, and it is not affected by location or other external factors. It allows for repeated attempts until a satisfactory result is achieved. Moreover, a virtual laboratory eliminates the risk of accidents caused by operational errors. 3. The CNC machining simulation teaching system developed by Qinhuangdao Yuandao Technology Development Co., Ltd. makes use of virtual CNC simulation software. At its core, this software provides a 3D simulation environment for the operation and processes of virtual CNC machines; these virtual machines carry out most of the teaching functions, thereby compensating for the shortcomings of theoretical instruction in courses. Thanks to this virtual simulation software, there is a wide range of CNC milling machines, CNC lathes, and CNC machining centers available, including advanced CNC products from both domestic and international manufacturers, as well as various common machine control panels and software systems. The knowledge of CNC machines involved in virtual teaching includes: defining coordinate systems, mounting surfaces, clamping workpieces, installing tools, selecting references, and manual operation of the machine. Virtual CNC simulation software is used to simulate certain processes; it allows you to check whether the NC program instructions are correct. It provides a real-time interface that is identical to that of the actual machine, and it offers all the necessary functions for debugging, editing, modifying, and tracking the execution of NC programs. Students operate various CNC machines in a virtual system, allowing them to fully utilize the common operations in CNC machining, such as selecting operation modes, editing tools, determining tool compensation, as well as inputting and outputting operation programs, and performing modifications, saves, and retrievals. CNC experts need hands-on practice; this is the time allocated for students’ training in machine operation. 4. Establishing a connection between virtual CNC simulation teaching and actual production processing. Virtual CNC simulation software can operate independently on a single computer, as well as within a local area network (LAN). The hardware components of a CNC machining simulation system include computers used for independent operation, computer monitors that display the control panels of virtual CNC machines in simulated form, as well as 3D dynamic graphical representations of the cutting processes of some of these virtual CNC machines. The virtual CNC simulation system operates on a local area network (LAN); the virtual CNC simulation programs transmitted over the network are connected to students, who can thus experience the actual process of cutting metal parts through interaction with the computer. This allows them to experience the actual conditions associated with real machines, in addition to operating the simulation panel. 5. It enables online CNC training and assessment. Since its establishment, vocational education has relied on testing methods that are essentially based on those used in primary and secondary school education; the purposes of selection and grading are limited to simple closed-book exams, during which students only need to know, understand, memorize, and master the specified content. This examination system merely tests students’ knowledge levels; it fails to assess their ability to solve problems or their practical skills, as well as their capacity for knowledge transfer and innovation. As a result, vocational school graduates lack the necessary operational skills and overall competence, which severely undermines the mission of vocational education and hinders its development at a higher level. Virtual CNC machines boast powerful networking capabilities for remote education and training; they offer not only two-way interactive teaching within a local network, but also two-way interactive remote teaching via the Internet, using satellite and broadband data transmission methods. This makes CNC training via remote learning a reality; it utilizes remote network functions such as assignments and examinations, and allows test takers to automatically save their scores for review and analysis, facilitating paperless assessment and evaluation. Using virtual reality technology in teaching helps to adjust the pace of the course as well as students’ enthusiasm and practical skills; by taking advantage of each student’s progress in the virtual environment, the intended goals of teaching can be achieved.